Prepared by Siow Kah Yi
23 January 2024
Rukun Negara As The National Philosophy
In October, Education Minister Fadhlina Sidek revealed plans to expand Rukun Negara Clubs across the country to more primary schools, both public and private. The Rukun Negara Club is given the role as the sower of unity spirit in schools to educate and apply the national philosophy outlined in the Rukun Negara. As the chairperson of the National Consultative Council that drafted the Rukun Negara, Tun Abdul Razak rightly pointed out that the secret to the perfection of Rukun Negara lies in its implementation. After 53 years of introduction, has the time finally come for this National Philosophy to be cemented in the lives of young Malaysians?
For primary and secondary students, the recital of Rukun Negara during the weekly perhimpunan is never an absent routine. Although they might not fully comprehend its significance as the guiding philosophy of our nation, its constant presence on the cover of all school booklets hints at its venerable position. Following the racial riots in 1969, Rukun Negara was introduced as the unifying agent to help Malaysians cultivate a patriotic sense of fervour towards their motherland. Espoused in it are five philosophies for an ideally harmonious Malaysian society which are:
Belief in God
Loyalty to King and Country
Supremacy of the Constitution
Rule of Law
Courtesy and Morality
Nonetheless, other than the two appearances mentioned, as observed by Professor Emeritus Datuk Dr. Teo Kok Seong, the Rukun Negara rarely casts shadow in the lives of Malaysians as the foundational philosophy for life(1).
Rukun Negara Club
The Rukun Negara Club Manual published by the National Unity and Integration Department, details a list of forty programmes for practical and effective execution of its vision and mission(2). A few activities include “Kenali Tokoh Negara (Recognizing Malaysian Figures),” where students write biographies or role play any chosen historical Malaysian figures. Another activity is “Young, Effective, Smart (YES),” where students of all ethnicities are grouped together to accomplish camp activities related to Rukun Negara. Other examples include “Mini Parlimen” (Mini Parliament), “Sukan Perpaduan” (Unity Sports); and “Integrasi KRN @ Komuniti” (Integration of KRN @ Community).
Most of the suggested activities are potentially effective because they are easy to implement, are diverse, and holistic. The list focuses not only on fostering unity and patriotism among the pupils, but also on raising intelligent leaders. Nonetheless, to evaluate the effectiveness of the Rukun Negara Club in terms of achieving its goals, an examination of the Malaysian context is required.
Potential Shortcomings of Rukun Negara Club
A close examination of the social interaction patterns of Malaysians reveals that, while all ethnic groups are generally amiable towards each other, they predominantly mingle with members of their own group(3). A study that examined the social interaction patterns between the Indian and Malay pupils in a Vision School indicated that most pupils prefer to befriend those from the same ethnic groups(4). They tend to engage with peers of the same race during study or revision sessions, group discussions, and lunch break.
Despite being in a multi-ethnic environment, pupils established stronger intra-ethnic bonds because they are more comfortable discussing topics such as religion, culture, personal experiences, hobbies, secrets, and academics. This bond, combined with limited cross-ethnic interaction, fosters social distance among other ethnicities(5). This phenomenon poses a barrier for cultivating healthy and active social integration among multi-ethnicities. Given these complexities, the Rukun Negara Club should tactically intervene to break the prevalent ethnic boundaries among pupils of different races.
In 2020, the racial composition of National-Type Vernacular Chinese Schools saw an increase in Malay student enrollment(6). While Chinese students remain the majority, Malay students comprised nearly 15% of the total student population in National-Type Vernacular Chinese Schools nationwide. In contrast, National-Type Vernacular Indian Schools remain highly exclusive, with 99% of Indian students.
In the Rukun Negara Club Manual, there are 10 inter-ethnic activities aimed at promoting better integration. These activities include visiting different communities, cultural exhibitions, food competitions or demonstrations, fashion shows, and more. Undeniably, these activities are helpful in educating pupils about the cultures and traditions of various ethnicities. However, the apparent racial segregation into different national-type primary schools will undermine such efforts. Imagine, when these activities are conducted in a predominantly monoethnic school, their impact on enhancing unity and cross-ethnic bond is minimal. This scenario could be the case for many schools, as a significant number of the national-type schools are still primarily monoethnic.
Recognizing this challenge, the education and unity ministers suggested an activity named “Integrasi KRN @ Komuniti.” This activity involves integrating at least two different clusters of schools (i.e., SK, SJKC, SJKT, Sekolah Agama). It carries great potential to bring about dynamic interactions among pupils. However, considering that this activity is just one of the forty proposed activities and may require more collaboration between two schools, how can we prevent it from being merely an annual event or, worse, a “one-off” effort? Despite its significant potential, “Integrasi KRN @ Komuniti” will not be impactful if each Rukun Negara Club decides to hold it only twice a year or less.
Hence, we observe a potential shortcoming in the implementation of the Rukun Negara Club. Without a realistic, consistent, and comprehensive intervention plan to dissolve ethnic boundaries fostered in schools, social divisions among different races will continue to persist, barricading social integration and unity.
Sports As An Alternative
In light of the issue of unity, several experts and national athletes have raised their voices in unison to promote sports as a platform for nation-building(7). A manifestation of this at the grassroots level can involve two or more streams of schools collaborating to set up sports teams that include pupils of different races. These young, multi-ethnic athletes will bond with each other as they meet up every week for training.
Noraseela Khalid, the President of Malaysia Olympians Association, mentioned that, “sports encourage unity, as people from different backgrounds will participate, and they can build lasting relationships.”(8) Indeed, unlike the national-type primary schools, which are ethnically segregated, sports invite passionate athletes from different backgrounds to join.
In 2017, the parents-teacher association of Yoke Nam Chinese Primary School set up a football team after many boys in the school were inspired by the movie Ola Bola(9). Azmeel Firdaus, the newly-formed football team coach, initially expressed hesitation when offered this role. His concern stemmed from the arduous task of coaching new learners to participate in the under-12 Federal Territory Kuala Lumpur Primary School Football (MSSWPKL) tournament, which was mainly dominated by Malay national school football teams.
In an interview, the 12-year-old team captain declared, “I don’t care if people think it’s a Malay sport. I think everyone can play and I’m not afraid.” Driven by a passion for football, Yoke Nam and its football team have challenged the sports-race stereotype, inspiring nearby schools to set up their football teams. Moreover, Azmeel suggested that their decision could encourage the idea of national schools opting for more Chinese players. This example proved how sports can serve as a helpful catalyst challenging ethnic stereotypes and promoting greater integration.
Additionally, this approach can be implemented on a larger scale, as exemplified by the SportsUnite programme(10). SportsUnite organizes multiple unity-based carnivals and sports events for primary schoolers. They invite any sports teams to enroll with one requirement: each team must consist of at least two or more ethnicities. When we see time and time again a peak of nationalism and solidarity during world tournaments as we encircle the televisions to cheer for the Malaysian team, sports indeed can be an effective means to foster stronger social ties at a young age.
Conclusion
Despite its potential shortcoming, the expansion of the Rukun Negara Club is a necessary endeavour. With a club that actively positions itself as a unifying agent, pupils, teachers, and parents will become increasingly aware of the need for greater inclusion among ethnic groups. To enhance its effectiveness, it is recommended to consider sports as an alternative medium to cultivate integration and camaraderie that transcends cultural, ethnic, and language boundaries. As we comprehensively examine unity in Malaysia, taking into account the socio-cultural and political context, our nation can pave the way for a cohesive community where all citizens, irrespective of ethnicity, can thrive alike.
“Expanding Rukun Negara Clubs in Schools Will Not Work without Accompanying Syllabus,” Twentytwo13, August 17, 2023, https://twentytwo13.my/news/expanding-rukun-negara-clubs-in-schools-will-not-work-without-accompanying-syllabus/.
Buku Panduan Kelab Rukun Negara (Kementerian Perpaduan Negara, 2022).
Hwok Aun Lee, “Fault Lines – and Common Ground – in Malaysia’s Ethnic Relations and Policies,” ISEAS - Yusof Ishak Institute, August 15, 2017, https://www.iseas.edu.sg/images/pdf/ISEAS_Perspective_2017_63.pdf.
S.K.N Vellymalay and P Murugaiah, “Social Interaction among Multiethnic Pupils in Malaysian Vision Schools,” December 29, 2017, https://jhcd.utem.edu.my/jhcd/article/view/3202/2309.
Vellymalay and Murugaiah, “Social Interaction among Multiethnic Pupils in Malaysian Vision Schools.”
“Ministry Data: 15pct of SJKC Students Are Malay,” Malaysiakini, November 12, 2020, https://www.malaysiakini.com/news/550573.
Graig Nunis, “Sports a Well-Tested, Proven Method of Unifying Malaysia,” Twentytwo13, August 20, 2023, https://twentytwo13.my/news/sports-a-well-tested-proven-method-of-unifying-malaysia/.
Nunis, “Sports a Well-Tested, Proven Method of Unifying Malaysia.”
Syed Jaymal Zahiid, “One Malay Coach, a Chinese School and a Dream of Becoming Football Champions,” Malay Mail, January 1, 1970, https://www.malaymail.com/news/malaysia/2017/03/05/one-malay-coach-11-chinese-boys-and-a-schools-dream-of-becoming-football-ch/1328223.
Graig Nunis, “SportsUnite Continues to Unite Malaysians through Sports,” Twentytwo13, April 21, 2023, https://twentytwo13.my/sports/sportsunite-continues-to-unite-malaysians-through-sports/.